Special+Education

  By   Lia D. & Julian W.  ** INTRODUCTION ** There are many English Language Learning students (ELL) who may exhibit learning difficulties in a classroom. These learning difficulties may possibly be attributed to language difficulties and/or learning disabilities. It is imperative for educators to understand the difference between these two areas and to provide appropriate accommodations for learning to take place. Presently administrators and teachers are lacking cultural and linguistic knowledge that applies to ELL students. Students who are struggling and performing poorly in school, should be placed in classrooms that will allow them to understand the academic material that is being taught. It is important that all educators understand that ELL students will most likely have difficulties in learning concepts in English compared to native English speaking students. Therefore, providing students with an appropriate classroom that consists of a teacher who is knowledgeable of the students' linguistic and cultural background along with incorporating an appropriate academic curriculum, will enhance the students ability to learn and use the English language on an academic level. However, failing to pay attention to ELL's academic struggles and needs may result in poor performance on standardized tests and an increase number in drop out rates. A specific educational system should be created that all school professionals agree on and implemented in all schools to better assist ELL and ELL students who may have a Learning Disability. For the system to be effective, professionals should be able to differentiate between an ELL student and an ELL student with a learning disability. Teachers in general education should be provided with effective prevention and intervention strategies to address the various difficulties in school. Understanding the process of language acquisition will allow proper referrals for students who possibly may have a learning disability. Providing appropriate and effective programs that support the ELL and ELL student with learning disability will facilitate productive learning. An ideal school should consist of administrators and teachers who work together to develop a cohesive educational statewide system and implement it into the schools. This system should be comprised of a variety of programs to meet the various needs of ELL and ELL students with learning disabilities. Continuous workshops for educators will enhance and promote educational growth (bilingual education & instructional strategies) to better serve all ELL students. **
 * SPECIAL EDUCATION**

MAIN POINTS ** 1.Before ruling out the need for an evaluation or placement, an intervention or a systematic framework in general education should be developed that is sensitive and knowledgeable to the needs of an ELL student. (JW)

2. If a student is demonstrating difficulties in school, referral to the committee on special education should be considered as the last resort. Creating effective interventions for students should be reinforced by all educators to enhance the student's learning. (JW) 3. Students can demonstrate a variety of learning disabilities. Educators should be able to discriminate between a student who has a learning disability or is struggling due to a second language difficulty when developing an intervention. Students with a learning disability exhibit a variety of needs that differentiate for students who are demonstrating second language difficulties. Inappropriate interventions will hinder both groups from meeting their academic potential. To assist students in their educational environment, i t is imperative for school professionals to understand the student’s strengths and weaknesses and teach compensatory strategies that will enable their learning. (LD) 4. Considering and u nderstanding the student's language and cultural background should be of priority when enrolling a student in an intervention program. (LD)

5.Teachers who have knowledge of the student's language and cultural background should be included when creating the program. It is imperative for parents and students to be involved as well for an appropriate education to occur. If these factors are not taken into conderation, it is likely that the student will be placed with classmates who have different needs and goals. (LD)

6. An Individualized Language Plan should be developed for students between the ages of 12-21 who lack formal education in their native language. These students should be enrolled into classrooms with teachers who speak their native language to enhance their native literacy skills. Research has shown when students have increased their native literacy skills than learning in the second language is likely to be an easier process compared to students who have not increased their native literacy skills. (LD) 7. Tr aining knowledgeable principals on the specific instructional needs for students who have a combination of both language learning difficulties and learning disabilities should be required. Based on research, schools are not utilizing the appropriate instructions, often relying on ESL and bilingual teachers to provide academic instruction. However, due to the educators' lack of knowedge from differentiating students with language learning difficulties and those with learning disabilities, instructional improvement has not been met. (JW)

8. Administrators should be required to tailor instructional programs specifically to the student's cultural and linguistic background. Teachers in general education should be provided with effective prevention and intervention strategies to address these diverse backgrounds. A response to intervention should be noted prior to a referral. However, if strategies are not effective, a referral to special education should be considered and an Individualized Education Plan should be developed. (JW) **LINKS AND ANNOTATIONS ** 1. Alcala, Angelo (2000). A Framework for Developing an Effective Instructional Program for Limited English Proficient Students with Limited Formal Schooling. //Practical Assessment, Research & Evaluation, 7(9)//.Retrieved February 19th, 2009 from: [] There are many ELL students lacking literacy skills in their native language. There has been an increasing interest in designing programs for LEP students to enhance their native literacy skills. These students have had limited formal schooling and are between the ages of 12-21. Research has indicated that students who acquire strong academic linguistic skills in their native language will acquire the second language than those with weaker skills. It is important to provide the students with teachers who are fluent in the students' native language and understand the students’ culture. These aspects are important to keep in mind when providing affective instructional strategies. It is recommended that these students receive an ILD. Prior to developing effective strategies, the student needs to be provided with a caring and sensitive school environment to enhance learning and the risk of dropping out. (LD) 2. Author. (2002). //Key Issues in Bilingual Special Education Work paper #7 Considerations in Preschool Referrals.// New York: Office of Vocational and Educational Services for Children with Disabilities New York State Education Department. Retrieved February 20, 2009 from: [] This article provides an understanding of pre-referral procedures that are considered when working with preschool bilingual students. Factors such as, cognitive function, social/emotional, acculturation, culture and linguistic background should be taken into considerations when addressing the individual needs of the student. Before ruling out the need for an evaluation or placement, an intervention or a systematic framework in the general education should be developed and that is sensitive to the individual needs of the ELL student. (JW)

3. Author. (2002). //Key Issues in Bilingual Special Education Work paper #7 Considerations in Preschool Referrals.// New York: Office of Vocational and Educational Services for Children with Disabilities New York State Education Department. Retrieved February 15, 2009 from: [] There is an increasing number of children who are being referred to Special Education due to a language barrier. If the actual cause of the learning difficulty is not identified, an intervention will not be effective. Culture and language need to both be accounted for to recommend an appropriate intervention. Referral to special education should be considered only after assessing the student’s culture and linguistic background. A school should be considerable of the child's linguistic, cognitive, and social emotional functioning before classifying the child. Special education should be considered as the last resort. Teaching and creating an appropriate environment with culturally and linguistically sensitive teachers is likely to enhance the students' learning abilities. (JW & LD) 4. Baca, Leonard M. & Cervantes, Hermes T. (1991). Bilingual Special Education (Eric Digest # 333618) Reston, VA: ERIC Clearinghouse on Handicapped and Gifted Children. Retrieved February 19, 2009 from: __ [] __. This article identifies special education variables such as bilingual factors that should be considered prior to placement. It offers a framework of guidelines for curriculum development and instructional systems that is individualized and supports the cognitive and language skills of the ELL. (JW)

5. Irujo, S. //When an ELL has Difficulty Learning, Is the Problem a Disability or the Second-Language Acquisition Process?// Retrieved on February 15th, 2009 from: [] A question that all educators should contemplate is how to distinguish between academic difficulties caused by learning disability or by a lack of proficiency in second language. Also, if a student presents a problem with learning a second language, should he or she be referred to special education? Educators should be cautious when referring ELL students with language difficulties to special education. Special education provides different supports to students with language disabilities compared to students who lack second language proficiency. A learning disability is innate  where as students who lack second language proficiency need exposure to the language they are learning. When students are wrongly placed in special education programs due to not yet acquiring second language proficiency, they are likely to remain in the program for the rest of their academic career. This will disable them from reaching their academic potential. On the other hand, ELL students who may demonstrate learning disabilities, may never be referred and never receive the needed services. The above mentioned problems can be avoided by assessing the student in both languages. However, this solution can only be applied when a child has developed a solid foundation of languages skills in his or her native language. (LD)

6. Liu, K. (2008). ELL students with Disabilities report 20: Middle School Principals’ Interpretation of State Policy and Guidance on Instructional Strategies for ELL students with Disabilities. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes (NCEO). Retrieved February 20, 2009 from: [|http://cehd.umn.edu/nceo/OnlinePubs/ELLsDis20/ELLsDisRpt20.pdf] This study was conducted to identify principals that provide effective instructional strategies to teachers for ELL students with disabilities in grade-level standards-based instruction; and to identify areas where additional support in providing instructional leadership to teachers. Results indicated that many schools did not follow state standards in using specified instructional strategies for ELL students with learning disabilities. Schools were reported to have a shared instructional leadership role, often relying on ESL and bilingual teachers as primary source for instructional information. Little emphasis was directed towards improving instruction for those with disabilities. This is due in part to a common challenge in differentiating language-learning process from a disability among students. (JW)

7. Liu, K. (2008). //ELLs with Disabilities Report 22: Middle School Principals’ Perspectives on Academic Standards-based Instruction and Programming for English Language Learners with Disabilities.// Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes (NCEO). Retrieved February 19, 2009 from: [] This was a study on middle school principals that successfully (as measured by the Annual Yearly Progress) supported the increase in standard-based academic achievement in ELL students, and students with disabilities. Results suggested that principals were not knowledgeable in effectively targeting and instructing ELL students with disabilities. Also, in seeking professionals that are knowledgeable with greater resources and the skills necessary to effectively implement appropriate instructions. The findings suggested that more training may be required for principals on the specific instructional needs of students who have a combination of both language learning and disability-related learning needs. (JW)

8. Nissani, H. Early Childhood Programs for Language Minority Students. (Eric Identifier: ED355836). Washington, DC: ERIC C learinghouse on Languages and Linguistics. Retrieved February 15, 2009 from: [] Early childhood programs must be designed to correctly serve both parents and teachers. Prior to developing early childhood programs, it is important for schools to recognize child development and that each child has a different learning technique. Parents should be included in the child's school life to positively impact his or her intellectual growth. Language minority programs should include developmentally and culturally appropriate practices, parent involvement, staff training, and development. A cognitive developmental approach is encouraged to enhance a child's learning experience. This approach is strongly recommended for language minority children. It is important to create learning environments that are culturally and linguistically considered for successful education, such as multicultural programs. (LD) 9. Ortiz, A. (2001). //English Language Learners with Special Needs: Effective Instructional Strategies.// Washington, DC: (LD online). Retrieved on February 20th, 2009 from: __http://www.ldonline.org/ld indepth/bilingual ld/esl ld.html__ This article provides effective strategies and a cultural and linguistic awareness for administrators and ESL teachers in supporting and instructing ELLs, and ELLs with learning disabilities. Furthermore, reduce administrators’ and teachers’ inappropriate referrals to special education program. A referral to special education is warranted only if prevention and early intervention strategies failed to resolve the learning difficulties. (JW) 10. Root, C. //A Guide to Learning Disabilities for the ESL Classroom Practitioner.// Harvard University: (LD online). Retrieved on February 15th, 2009 from: [] It has been found that fifteen percent of the general population has a learning disability. Possibly, ESL students may have a disability as well. A learning disability can be defined as someone who has difficulty storing, processing, or producing information. An individual with a learning disability is likely to experience academic failure. It is important to know that individuals with a learning disability are often bright and at times even gifted. Teachers can enhance learning for students with a learning disability by teaching compensatory strategies. Understanding the student’s strengths and weaknesses are the key factors when teaching students with a learning disability. Learning problems may comprise of word-retrieval difficulties, attention difficulties, visual-association difficulties, and limited concept manipulation. A learning disabled student does not learn in this same manner as a student who does not have a learning disability. Therefore, utilizing and creating a variety of learning techniques will most likely enable students to perform to their abilities.(LD)